Kidspace St Marys Pre School

Kidspace St Marys Pre School

Unique reference number (URN): 2771712 Address: St. Marys C Of E Church Community Hall, St. Marys Road, Hinckley, LE10 1EQ Type: Childcare on non-domestic premises Registered with Ofsted: 31/01/2024 Registers: EYR Registered person: Kidspace LTD

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children make consistently clear progress from their starting points. Those who began their time at the setting with limited vocabulary now use full sentences to express their needs and share ideas. Children who receive targeted support to overcome barriers to learning increasingly achieve in line with their peers and sustain high levels of engagement. For example, during a planting activity, some children count petals and compare quantities, while others explore the changing textures of soil and water and the sensory experience this offers. Children who speak English as an additional language communicate their needs confidently through well-established visual supports.

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Achievement Strong standard

Children are very well prepared for the next stage in their learning, including school. Effective transition arrangements are in place, particularly for children with additional needs, so that information is shared in a timely way and children settle quickly into new routines.

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Curriculum and teaching Strong standard

Staff tailor their teaching to children's individual stages of development, building on what they already know and can do. Staff's interactions are warm, responsive and purposeful. They engage at children's level, listen carefully and follow their interests, including developing experiences from home. For example, staff create a pizzeria role-play area linked to children's experience. This supports children's personal, social and emotional development, helping them to feel secure, valued and confident.

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Curriculum and teaching Strong standard

Mathematics is embedded naturally in play. For example, children use number names as they press buttons on a till and exchange paper money in imaginative role play. They count blocks when building and line up toy cows in order of size, developing early number and comparison skills. Physical development is promoted well indoors and outdoors. Children strengthen gross motor skills as they balance, climb and jump with increasing confidence, while fine motor control is developed through activities, such as manipulating play dough and using tools to create different effects.

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Curriculum and teaching Strong standard

Staff adapt their language, instructions and ideas in the moment to support children with special educational needs and/or disabilities, making reasonable adjustments, so all children can access learning, participate fully and make progress from their starting points.

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Inclusion Strong standard

Leaders and staff are committed to ensuring that every child achieves their full potential, regardless of any barriers to learning. Children's individual needs are identified swiftly and effective, strategic support is put in place. Leaders work closely with a range of external professionals and use their guidance to inform next steps. Staff receive relevant training, which is shared across the team to strengthen practice and promote consistency. Staff skilfully adapt their practice in the moment, for example, by using visual timetables to support children's understanding of 'now' and 'next'. During group times, such as singing

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Expected standard

sessions, staff use props, including wooden spoons, alongside visual prompts to ensure that all children can participate and have a voice. These approaches are particularly effective for children with special educational needs and/or disabilities and those who speak English as an additional language, as they support communication and understanding.

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Expected standard

Leaders use additional funding effectively to provide targeted support, including small-group and one-to-one sessions. As a result, children make strong progress from their starting points, particularly in developing vocabulary, confidence and social skills. Regular meetings between staff, key persons and parents support the ongoing review of children's development. This inclusive environment ensures that all children are supported to access the curriculum and achieve well.

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Leadership and governance Strong standard

Leaders have a clear understanding of the setting's context and have established a culture of continuous improvement to reflect the cohort they are supporting. They are ambitious for children and work collaboratively to evaluate strengths and identify areas for development. Leaders respond flexibly to the changing needs of children and families, offering timely support where needed. Through deep commitment and meaningful relationships with parents, leaders ensure that all children, including those who face barriers to learning, are welcomed and able to thrive within this inclusive setting.

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Leadership and governance Strong standard

High expectations of professional practice are embedded. Leaders place a high value on staff's wellbeing and workload and use regular supervision to provide support and challenge. Staff receive constructive feedback and access relevant training, which is shared across the team to promote consistent practice. For example, recent training on autism has been cascaded effectively, helping staff to meet children's needs and support strong progress.

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Leadership and governance Strong standard

Leaders build positive partnerships with parents and make sustained efforts to engage those who are harder to reach. Parents feel informed and involved in their children's learning. As a result, children are very well prepared for the move to school and families feel supported with the next steps.

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Behaviour, attitudes and establishing routines Expected standard

Clear and consistent routines help children to understand what is expected of them and support calm, purposeful learning. Children move confidently between activities and generally behave well. They cooperate and build positive relationships. For example, older children show younger children how to hold scissors safely, and others play alongside each other in role-play areas, developing social skills and confidence. When minor disagreements occur, staff intervene promptly and support children to resolve issues, helping them to learn how to manage their behaviour and relationships.

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Behaviour, attitudes and establishing routines Expected standard

Children form warm, trusting relationships with their key persons. They arrive happily, often greeting staff with enthusiasm, and seek out familiar adults for reassurance or to share experiences from home. This supports children's emotional security and sense of belonging. Children are kind, and they show care for one another. However, expectations for courtesy are not always consistently reinforced. For example, children do not routinely use 'please' and 'thank you', and opportunities for staff to model and embed this are sometimes missed.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have secure systems to promote good attendance in place. They work closely with families, including through regular communication and home visits where needed, to reduce barriers. As a result, children attend regularly and benefit from continuity in their learning and development.

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Children's welfare and wellbeing Expected standard

Staff meet children's individual needs well, including those with special educational needs and/or disabilities and children who speak English as an additional language. Adults adapt their communication to help children share their thoughts and needs. Where children lack the words, staff use visual prompts, such as an emotion board or emotion lanyard, to support expression. This helps children to build confidence and develop their understanding of feelings.

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Children's welfare and wellbeing Expected standard

Children understand key messages about oral health and talk confidently about toothbrushing at home and are proud to share that 'brushing my teeth stops them being yellow'. However, some snacks and drinks brought from home do not reinforce these messages. Leaders share guidance with parents, but staff do not always use mealtimes to challenge choices and deepen children's understanding. Further work is needed to help children and families make healthier choices consistently.

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Children's welfare and wellbeing Expected standard

Mealtimes are calm and sociable. Staff promote conversation, turn-taking and children's social development. Children pour their own milk at snack time and wash their hands before meals. Arrangements for rest and sleep are safe and well organised. Children have clean, suitable spaces for rest, and staff follow safe sleep procedures.

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What it's like to be a child at this setting

Children are happy, confident and increasingly independent as they explore a wide range of accessible resources in a safe and nurturing environment. They develop a strong sense of belonging. For example, they confidently self-register using a signing-in board with their photos and notice when their friends are absent, often asking where they are. This helps children to feel valued and part of the group. Staff prioritise children's emotional wellbeing,

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Inspector:

Deanna Leman creating a calm and supportive atmosphere where children feel secure. Partnerships with parents are strong. They are provided with clear communication about the setting's routines. Leaders and staff ensure that parents understand the importance of regular attendance in helping children to settle at nursery, build relationships and sustain progress.

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Inspector:

Children are well prepared for the next stage in their learning, including school, as they develop key skills, such as independence, communication and resilience. For instance, they manage their own belongings and fasten zips on their coats. They are highly engaged in their play and show enthusiasm for learning, often helping to set up activities and explore new experiences with curiosity, enabling them to achieve well. Staff work closely with parents to share children's progress and support continuity in learning at home.

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Inspector:

Staff engage children in meaningful back-and-forth conversations, giving them time to think and respond. They skilfully support children with barriers to learning, including those with special educational needs and/or disabilities and those who speak English as an additional language. For example, staff use visual cards to support children's choices and transitions, ensuring that all children can access the curriculum and make good progress. Children behave well. They are generally polite and are developing their understanding of good manners. They build positive relationships and enjoy working collaboratively, such as when building towers together, sharing ideas and problem-solving to achieve a shared goal.

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Next steps

Leaders should support staff to give consistent messages to children and families about healthy eating and drinking to support oral health further. Leaders should ensure that staff consistently support children to understand and apply expected behaviours, including the regular use of good manners.

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About this inspection

The inspector spoke with children, leaders, practitioners, the special educational needs coordinator, the designated safeguarding lead and parents during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Address:

St. Marys C Of E Church Community Hall St. Marys Road Hinckley LE10 1EQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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